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This paper outlines and exemplifies the features of Learning Study, a form of teacher action research which has the potential to create the conditions necessary for building pedagogical knowledge. Learning Study is a coalescence of lesson study, design based research and the Variation Theory of learning. It places emphasis on the determination of the object of learning and its critical aspects as a precursor to the design of learning situations. The Learning Study process and outcomes are described here with reference to a study of high school students learning to interpret contour maps. Being explicit about learning theory is seen to afford the opportunity to transform teacher education and professional development through clinical practice

Synthesising theory and practice in teacher education through learning study